Raising Academic Performance for Students in the Middle

Facilitators Keith Adams Liberal High School Principal Rita Williams USD480 AVID District Director

Who is in the Middle? Think about students with whom you have been associated that you consider to be “in the middle.” What is it about these students that puts them “in the middle?”

Students in the academic middle B, C, and D Students Falling short of their potential Capable of completing rigorous curriculum First in family to attend college Historically underrepresented in four-year colleges and universities Economically disadvantaged Who are they?

Advancement Via Individual Determination [L. avidus]: eager for knowledge [L. avidus]: eager for knowledge

Superman vs. Batman Superman – Gifted & Talented Superman is naturally Gifted & Talented. He does not need any special help or toys and gadgets to be successful. He just flies and is blessed with powers naturally. Batman – AVID Students Batman is just as capable as Superman, but he needs: Alfred the Butler (AVID Teacher), Special toys and gadgets (AVID Classroom and WICR), and Robin (AVID tutors and peers) Batmobile (AVID Binder)

AVID Program Components  Classroom curriculum  Academic instruction  Instructional tools  Tutorial support  Student connections  Professional development

The AVID Elective Curriculum

Academic Instruction  WICR  Writing to learn  Inquiry  Collaboration  Reading to learn  Study Skills

Instructional Tools  Cornell Note Taking  Planners/Time Management  Binders/Organizational Skills  AVID Curriculum Library

Tutorial Program  Collaborative Tutorial  Socratic method  Costa’s levels of questioning  1 college tutor for every 7 students

Colleges and Universities Community Parents Administration Counselors Subject Area Teachers Tutors AVID Coordinator (AVID Elective Teacher) AVID Support Staff Student Collaborative Support for the Success of Students

Student Connections  Teacher/adult advocate  Supportive peer groups  Community service activities  Extracurricular activities and leadership opportunities  Motivational activities  Career and college exploration

Professional Development  Summer Institute  District Director training  Content area PATH trainings  Tutor training  Regional workshops

Teachers benefit from...  Involvement in a systemic and curricular approach  Initial in-depth staff development and ongoing support in regions and districts  Focus on results  Accountability  Site team work  Increased leadership

Why AVID Works  Accelerates under-achieving students into more rigorous courses  Teaches academic skills not targeted in other classes  Provides intensive support with in-class tutors and a strong student/teacher relationship  Creates a positive peer group for students  Develops a sense of hope for personal achievement gained through hard work and determination

AVID Teaches the “Hidden” Curriculum In AVID students are challenged with rigorous curriculum, but they are also taught:  Leadership Skills  Study Skills  Organizational Skills  Goal Setting  Student Success Skills  Social Skills

AVID Strengthens  Middle school/high school articulation  Accountability  Comprehensive professional development  A district-wide focus on results

How AVID Supports School Wide Change Builds Partnerships: Collaboration with College Board Partners in state and federal grants Partners with community organizations Partners with parents Partners with counseling programs Collaboration with college outreach programs

How AVID Supports School Wide Change Creates a College Going Culture: Site team focused on a college-going culture College field trips and research projects College tutors as role models College going data to guide district plan Guest speakers Increased AP and Pre-AP participation, especially for minority students Implements research based, best instructional practices for all students in the school

The success of AVID persists despite differences in: school location school ethnic distribution school poverty level

AVID Center Data Collection System, Percentages have been rounded to the nearest whole percent AVID Graduates Nationally 99% plan to enroll in a college or university 69% plan to enroll in a four-year university 30% plan to enroll in a two-year college 59% of parents had no college level experience

See projected AVID program cost handout AVID: The Cost One-time Costs: AVID Library District Director training (over a 2-year period) Ongoing Costs: College tutors AVID membership fees Summer Institute registration and travel Continuing professional development

AVID Support AVID: The Support Regional trainings and meetings: Tutor Trainings Coordinator/Elective Teacher Meetings and Professional Development Administrator/Counselor Meetings and Professional Development District Director Meetings Yearly Curriculum Updates Regional PATH Trainings

All reports are available on the Texas AVID Website at: AVID Research Watt, Yanez, & Cossio (2003): AVID: A Comprehensive School Reform Model for Texas. National Forum Journal Watt, Powell & Mendiola (2004): Implications of One Comprehensive School Reform Model for Secondary School Students Underrepresented in Higher Education. JESPAR. Watt, Powell, Memdiola & Cossio (2006): School-wide Impact and AVID: How Have Selected Texa High Schools Addressed the New Accountability Measure? JESPAR. Watt, Huerta & Cossio, Leadership and Comprehensive School Reform: Implementation of AVID in Four South Texas Border Schools. The Catalyst.

Never doubt that a small group of thoughtful, committed people can change the world; indeed, it is the only thing that ever has. Culture and Commitment, Margaret Mead, 1996

Contact Information: Rosemary EllisDivision Director Rudy MartinezAssistant Director Barbara CopelandProgram Manager Central Division: (512)